Lessons Learned from Emergency Remote Teaching

Emergency remote teaching (ERT) is defined as a temporary educational response implemented during crises, such as pandemics, wars, or natural disasters, before returning to traditional modes like face-to-face, blended, or hybrid teaching (Bozkurt & Sharma, Asian J Dist Educ 15(1):1–6, 2020). Unlike traditional online teaching, ERT is characterized by its suddenness, often catching educators unprepared in terms of materials, technology, and pedagogy. The term “emergency remote” emphasizes the unprecedented nature of this teaching approach, necessitated by unforeseen circumstances that require instruction to be delivered remotely. This entry explores key lessons learned from ERT, with a particular focus on the implications for computer-assisted language learning (CALL) teacher education and professional development. Key insights include the necessity of digital literacy in language teaching, the importance of flexible and adaptable methodologies, and the essential role of continuous professional development (CPD) in equipping educators for future challenges. The experience highlights the value of online communities in fostering collaboration among teachers and learners while also stressing the emotional vulnerability of language educators. Additionally, the pandemic revealed significant disparities in learners’ access to technology and infrastructure, raising concerns about equity in online education. This entry concludes by discussing the implications of these lessons for the future of CALL and emphasizing the need for institutional support, equitable access, and fair online assessment practices. By addressing the above-mentioned lessons learned from ERT, this entry contributes to the broader discussion on enhancing CALL teacher education and professional development, preparing educators for future challenges in an increasingly digitalized educational prospects.